Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 128-147). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 138-140). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 121-125). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1915. / Typescript. With this is bound: Psychological aspects of language / George C. Brandenburg. Reprinted from Journal of educational psychology, vol. IX, no. 6 (June 1918), p. 313-332. Includes bibliographical references (leaf 123).

Thesis (D.A.)--Illinois State University, 1995. / Title from title page screen, viewed May 8, 2006. Dissertation Committee: Irene Brosnahan (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 224-248) and abstract. Also available in print.

The diploma thesis deals with a detection of the level of vocabulary among first-year primary school pupils. Generally, it delimits the speech as such, the meaning of speech for individual{\crq}s life and the relationship between intellect and speech. It also deals with a development of children{\crq}s speech, the question of maturation of abilities children need to prosper in schools, the development of speech and methods of its monitoring. The thesis also discusses the examination and the development of vocabulary range. Moreover, the thesis points out the social influence on speech. With the help of Jaroslav Jirásek{\crq}s test, the thesis examines the level of verbal thinking. Finally, it connects children{\crq}s description of a story picture with an actual parts of speech usage.

Persons who cannot rely on natural speech to fulfil their communication need to use augmentative and alternative communication (AAC) to enable them to participate in life activities. For persons who are nonliterate, the vocabulary for the AAC systems must be preselected. A core vocabulary approach proposes that vocabulary used with a high frequency in spoken language samples be included in AAC systems, in order to ensure that communication can take place across a variety of contexts, and to enable the generation of novel utterances. Various studies have recorded the speech of persons without disabilities in order to determine core vocabulary lists in a number of languages. In South Africa, 22.7% of the population speak Zulu as a home language. There is to date no published Zulu core vocabulary list. This quantitative observational study therefore aimed to determine a core vocabulary for Zulu-speaking preschoolers. Six children aged between 5;1 (years;months) and 5;9 from three different rural preschools participated in the study. The spontaneous speech of these participants was captured during typical preschool activities using small, body-worn digital voice recorders. A total of 9000 orthographic words were captured and transcribed. Due to the linguistic structure of Zulu, the sample was analysed using a formative tagging system, in order to capture the smallest meaningful parts of the language. By applying inclusion criteria of frequency counts of ≥0.5‰ and use by at least two participants (commonality score), a core vocabulary of 221 formatives was determined, which accounted for 88.9% of the total composite sample. The formatives in this core vocabulary are further described and, where possible, compared to the core vocabulary of previous studies. Implications for the design of Zulu AAC systems are discussed. / IsiZulu: Abantu abangakwazi ukukhuluma ngendlela ejwayelekile baye badinge ukusebenzisa iAugmentative and Alternative Communication (i-AAC) ukuze nabo bezophila benze njengabantu bonke. Kulabo abangakwazi ukufunda nokubhala, kumele bakhethelwe amagama azofakwa ezinsizeni zabo (assistive devices) zokukhuluma. Isu lamagama asetshenziswa njalo njalo liphakamisa ukuthi kumele kufakwe wona ezinsizeni zokukhuluma ikhona inkulumo izophumelela nomaphi futhi ukuze oyisebenzisayo ezokwazi ukuzikhulumela azakhele nemisho emisha. Ucwaningo olahlukahlukene seluye lwaqopha izinkulumo zabantu abazikhulumelayo ukuze kutholakale izinhlu zamagama asetshenziswa njalo njalo ezilimini ezahlukeneyo. ENingizimu Afrika, ngama-22.7% ezakhamuzi akhuluma isiZulu njengolimi lwebele. Kuze kube yinamhlanje alukho uhla lwamagama esiZulu asetshenziswa njalo njalo oseluke lwashicilelwa. Ngakho-ke lolu cwaningo lokubheka ngezibalo luhlose ukuthola uhlelo lwamagama asetshenziswa njalo njalo yizingane ezikuzinkulisa ezikhuluma isiZulu. Yizingane eziyisi-6 ezangena kulolucwaningo ezazineminyaka yobudala engaphakathi kwe-5;1 (iminyaka;izinyanga) ukuya eminyakeni yobudala emi-5;9. Ezazisuka ezizinkuliseni zasemakhaya ezintathu ezahlukene. Zazifakwe izikhwanyana ezaziphethe iziqophamazwi, zaqoshwa zizikhulumela zingagqutshwa muntu, zibe zenza zonke izinto ezijwayele ukuzenza umangabe zazikunkulisa. Abhalwa phansi amagama ayekhulunywa izingane aze afika ku-9000. Ngenxa yohlelo lolimi lwesiZulu, kwaphoqa ukuthi kusetshenziswe indlela yokubala amagama eyayizowahlaziya ngokwezakhi zawo. Isakhi ngasinye ukuze sibalwe njengegama elisetshenziswa njalo njalo kwakumele sivele ngokuphindapinda ngaphezu kuka-0.5‰ (≥0.5‰), siphinde futhi sisetshenziswe izingane okungenani ezimbili. Ngalendlela kwatholakala izakhi ezingu-221 athathwa njengamagama asetshenziswa njalo njalo. Lezozakhi futhi zatholakala ukuthi zibambe inxenye engu-88.9% yayo yonke inkulumo yezingane eyayiqoshiwe. Izakhi ezikuloluhlelo ziyaqhubeka zichazwe, ziqhathaniswe futhi lapho okunokuqhathaniswa khona nohla lwezingcwaningo ezedlule. Umqondo ovezwa izakhi nawo uyahlaziywa mayelana nokusungulwa kwezinsizi zokukhuluma ezisosebenzisa isiZulu. / Afrikaans: Persone wat nie op natuurlike spraak kan staatmaak om hulle kommunikasiebehoeftes te vervul nie, moet gebruik maak van aanvullende en alternatiewe kommunikasie (AAK) om hulle in staat te stel om aan lewensaktiwiteite deel te neem. Vir persone wat nie geletterd is nie, moet die woordeskat vir die AAK-sisteem vooraf gekies word. ‘n Kernwoordeskat-benadering stel voor dat woordeskat, wat met hoë frekwensie in gesproke taal gebruik word in AAK-sisteme ingesluit word, om te verseker dat kommunikasie oor ‘n verskeidenheid kontekste kan plaasvind, en om nuwe uitinge te genereer. Verskeie studies het die spraak van persone sonder gestremdheid opgeneem om kernwoordeskatlyste in verkeie tale te bepaal. In Suid-Afrika besig 22.7% van die bevolking Zulu as huistaal. Daar is tot op hede geen gepubliseerde Zulu kernwoordeskatlys nie. Hierdie kwantitatiewe waarnemingstudie het dus gepoog om ‘n kernwoordeskat vir Zulu-sprekende voorskoolse kinders te bepaal. Ses kinders tussen die ouderdomme van 5;1 (jare;maande) en 5;9 van drie verskillende landelike voorskole het aan die studie deelgeneem. Die spontane spraak van die deelnemers is gedurende tipiese voorskoolse aktiwiteite opgeneem, deur gebruik te maak van klein, digitale bandopnemers wat op die liggaam gedra word. ‘n Totaal van 9000 ortografiese woorde is opgeneem en getranskribeer. Weens die linguistiese struktuur van Zulu is die steekproef deur ‘n formatiewe koderingsisteem geanaliseer, om die kleinste betekenisvolle dele van die taal vas te lê. Deur insluitingskriteria van frekwensietellings van ≥0.5‰ en gebruik deur ten minste twee deelnemers (algemeenheidstelling) aan te wend, is ‘n kernwoordeskat van 221 formatiewe vasgestel, wat 88.9% van die totale saamgestelde steekproef gedek het. Die formatiewe in hierdie kernwoordeskat word verder beskryf, en, waar moontlik, vergelyk met die kernwoordeskat van vorige studies. Implikasies vir die ontwerp van Zulu AAK sisteme word bespreek. / Dissertation (MA)--University of Pretoria, 2017. / Oppenheimer Memorial Trust (OMT) / National Research Foundation (NRF) / Centre for Augmentative and Alternative Communication (CAAC) / MA / Unrestricted

he purpose of this study was to determine the effects of one approach to vocabulary instruction on the reading and writing vocabulary of fourth grade students in an individualized reading program. The vocabulary instructional approach used student-selected vocabulary words as well as instruction in vocabulary strategies such as context clues, structural analysis, and definition strategies. The twelve week study exposed one fourth grade classroom to vocabulary instruction in a Reading Workshop setting. Major components of the program were mini-lessons, which often involved vocabulary strategies, the silent reading of self-selected books, one-on-one researcher/student interactions, and the self-selection of vocabulary words. The research design is descriptive in nature and used both qualitative and quantitative research methods. Qualitative data included student interviews, teacher interviews, student writing samples, and field note observations. Quantitative data included vocabulary test scores from two groups of students, Group A and Group B. Group A participated in the self-selected vocabulary approach and received vocabulary instruction from the researcher acting as participant observer. Group B received some vocabulary instruction from their classroom teacher, but did not participate in the same program. The test was constructed weekly from a class (Group A) generated list of ten words. Results from vocabulary tests indicate that the vocabulary instruction was effective in helping Group A learn vocabulary. Multiple exposures to words as well as use of vocabulary words in context influenced student performance on tests. Results from qualitative data indicate that students attend to vocabulary words in their print environment. In addition, students used vocabulary words in expressive language, including writing and speaking. The results of this study support opportunities for wide reading, implementation of a variety of vocabulary strategies, repeated exposures to vocabulary words, and opportunities for student choice of vocabulary, as ways to enhance vocabulary learning.

This study investigated the effects of Cooperative Learning on seventh graders’ vocabulary learning in China. This study was conducted because in China, students usually learn vocabulary via traditional learning method-rote memorization. However, this method has a lot of issues. For example, students only know how to write the words but they cannot use them in contexts. Students tend to forget new words they have newly learned. The purpose of this study was to find out whether Chinese secondary school students can benefit from Cooperative Learning in vocabulary; whether Cooperative Learning can help students in applying new words and whether students can retain new words longer using Cooperative Learning. This research followed a quasi-experimental design, with an experimental group and a control group. Data were collected in a secondary school in Beijing, China. The participants took three tests: a pretest, post-test and a delayed post-test. A one-way repeated ANOVA was used to analyze the data in SPSS (25.0). The findings showed that there was a significant difference across three time points in the two groups (p < .001). There was no significant difference in the students’ vocabulary scores between the two groups (p > .05). However, it was found that there was a significant interaction between time and group on students’ vocabulary learning. An ANCOVA analysis showed that there was a significant difference between the two groups in the delayed post-test (p = .01). These findings can be beneficial to the professionals who work as English teachers in secondary schools in China. My results suggest that Cooperative Learning may be helpful in improving students’ vocabulary learning outcomes.

A comparative essay between the findings of research and practical methods in the English classroom conserning vocabulary learning in a foreign language. / En jämförande uppsats mellan forskningsrön och praktisk tillämpning i klassrummet rörande ordinlärning inom undervisning i engelska.